Heather Heather

Subject Pronouns
A1 - Elementary level


In this lesson, students will learn to use 'I am', 'You are', 'S/he is', 'We are' and 'They are' in basic sentences about feelings. They will start by reviewing 'How are you?' before learning some adjectives related to feelings. The concept of the six pronouns will be introduced. Then they will learn to recognise the six pronouns by sight and sound before the associated verbs are introduced. Finally, the students will connect the learned adverbs to the subject pronouns and verb to make a simple sentence so that they can express their mood as well as the moods of others.


Abc Blu-tac
Abc 6 cards w/ typed pronoun on each

Main Aims

  • To provide clarification of Subject pronouns in the context of students' feelings

Subsidiary Aims

  • To provide review and practice of feelings
  • To provide review of ages from previous lesson


Introduction (1-1 minutes) • Centre students to lesson

Breathe in, breathe out, arms going up and down as necessary

Lead-in (1-3 minutes) • Review last lesson that connects to this lesson.

Ask a student how s/he is. Prompt student to ask me how I am. Go through and ask each student.

Presentation (2-4 minutes) • Introduce vocabulary of feelings

Smile. Tell Ss 'I'm happy! Happy happy happy!' while smiling. Ss to do the same. Stop smiling, start frowning. 'I'm sad. Sad sad sad.' while frowning. Ss to do the same. Do the same for angry, scared, sleepy and hungry.

Practise (5-7 minutes) • Have students practise the vocab

Invite one student up to front of class, show them the word and have them say it to class. The class has to model and say the correct action. Follow for all Ss.

Presentation (6-9 minutes) • Introduce subject pronouns

T models word by saying 'I' and pointing to self. Ss to do the same. T models word by saying 'you' and pointing to one student. T then points to another student and says 'you'. Do several times. Ss to do the same. T models word by saying 'He' and pointing to a boy. Ss to do the same. T models word by saying 'She' and pointing to a girl. Ss to do the same. Give positive reinforcement to Ss. T asks one student to come up and stand next to T. T models word by saying 'we' and pointing to us. T grabs another student, says we, and points to us. T gets another student into group, but steps away. Says 'they' and points to group'. T gets another 3-4 Ss to make another group. Says 'they' and points to group. T gets remaining students and makes another group. T looks at all Ss and says 'we?' 'they?' Ss to say correct word. Ss to sit back down.

Presentation and practise (3-7 minutes) • To get Ss associating the concept of subject pronouns with the form of the words

Stick 6 cards on board (in order presented). T points to 'I' and points to self. Then looks at Ss and cups ear to prompt Ss to say sound. Follow for 'You' (ensure Ss are pointing to someone else), 'He' 'She' 'We' 'They'. Then go out of order, faster and faster to ensure Ss understand meaning. T then stops touching and just says the words.

Chant (5-6 minutes) • Help Ss memorise correct verbs associated with subject pronouns

Ss to stand up. T starts chant by clapping hands, slapping arms then slapping sides. Once all students are following, T says 'I' with the clap, nothing with the slaps. Then introduce 'am' on the arm slap, nothing on the leg slap. Switch to 'you' for clap. When all Ss are following, start 'are' with arm slap. Do for all six subject pronouns. Go back to 'I' for one round, 'I' 'am' for second round, then introduce a word (eg. happy) and smile. I am happy You are sad. He is angry. She is scared. We are sleepy. They are hungry.

Production (controlled) (4-7 minutes) • Draw all elements of lesson together to start Ss producing sentences.

Ss to sit down. Ss into pairs (or groups of three). All Ss get six words (eg. I you happy am sad are) and have to put them in order. T monitors.

Cool down (1-1 minutes) • Mark the closing/end of the lesson

Breathe in, breathe out, arms up and down as appropriate.

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